This study explores the impact of time management and limited social interaction on online learning among university students, addressing the prevalent stressors associated with remote education. The motivation behind this research stems from the rapid transition to online learning during recent global disruptions, which has significantly altered traditional educational dynamics. Understanding how time management and social interactions influence students' academic experiences is crucial for developing effective interventions and support systems. The primary objective was to investigate the relationships between these independent variables and their effects on students’ academic experiences. A quantitative methodology was employed, utilizing a structured questionnaire distributed to 102 university students. Data were analyzed using the Statistical Package for the Social Sciences (SPSS), incorporating descriptive, reliability, and correlation analyses. Findings indicate a moderate positive relationship between limited social interaction and online learning, suggesting that decreased social engagement correlates with increased stress levels. Time management exhibited a very weak negative correlation with online learning stress. The contribution of this study lies in its potential to inform educational institutions, policymakers, and educators about the critical areas of focus to improve online learning experiences. This study offers practical advice for creating more interesting and stress-free online learning environments by emphasising the value of social connections and time management. These findings highlight how crucial it is to promote social connections in virtual settings and improve time management abilities in order to reduce student stress. The study highlights the necessity of focused tactics to maintain students' wellbeing and motivation in online learning environments.
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